Assistant Professor of Psychology Nayantara Kurpad and colleagues recently published an article entitled, "Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy" in the journal Metacognition and Learning. In this paper, researchers looked at why low-performing students often make inaccurate metacognitive predictions (i.e., ability to assess one's knowledge). In two studies, they tested the hypothesis that these erroneous predictions in low-performing students may be stemming from their past exam performance. Classroom data were examined across several courses and semesters. The results showed that low-performing students exhibited more variable past exam performance compared to high performers (Study 1) and the variability in course performance was also associated with poor calibration (Study 2). This research highlights the need for helping low-performing students to be better calibrated. It may be essential to show students their full range of their past performance and then focus on their variable performance. Further, instructors and institutional researchers can support students through study strategies sessions, time management, tutoring, etc.
Additionally, Kurpad was invited by the president of APA Division 3 (Experimental Psychology and Cognitive Science) to serve a two-year term as a membership co-chair for their leadership team.
